Effectiveness of Reading and Writing Textbooks Used in Special Education Practice Schools: Teacher Perspective
Textbooks Used in Special Education Practice Schools
Abstract
Reading and writing textbooks used for students attending special education practice schools should be generated condidering the learning characteristics of the target students. The aim of this study is to examine the opinions of special education teachers regarding the effectiveness of reading and writing textbooks used in special education practice schools. In line with this aim, case study, a qualitative research design, was adopted. Participants were composed of 15 special education teachers who were selected using criterion sampling method. The data were collected through a semi structured interview form develped by the reserchers. The obtained data were analyzed using content analysis method. The results have revealed that participant teachers find the reading and writing textbooks used in special education practice schools insufficient, especially in terms of preparatory work and assessment sections. Additionally, the participants emphasized the need for simplification in terms of language and expression in the textbooks, and they highlighted the necessity of arranging the visuals larger and non-distracting.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 International Journal of Curriculum and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
